Students' Learning Experiences in AI-Assisted Project-Based Contextual Learning: Evidence from Vocational Education

Abstract

The rapid integration of artificial intelligence (AI) into vocational education creates opportunities to support personalized, authentic, and student-centered learning, yet limited evidence explains how students experience AI when it is embedded in project-based contextual learning, particularly in vocational education. This study aims to examine students’ learning experiences during AI-Assisted Project-Based Contextual Learning (AI-PBCL) and explore the benefits and challenges students perceive when using AI as a learning partner. The study employed an explanatory sequential mixed-methods design involving 113 students at a vocational high school in Madiun, Indonesia. Quantitative data were collected through a learning experience questionnaire covering AI learning support, contextual learning, cognitive engagement, collaborative learning, learning autonomy, reflective learning, and overall learning experience, followed by semi-structured interviews with purposively selected students. Quantitative data were analyzed descriptively, while qualitative data were analyzed thematically and integrated to explain the quantitative findings. The results showed positive learning experiences across all dimensions, with contextual and collaborative learning emerging most strongly. Students perceived AI as supporting information exploration, feedback, problem solving, and project completion while facilitating discussion and knowledge construction. However, learning autonomy and reflection remained relatively less developed, alongside challenges related to AI dependence, information accuracy, prompt formulation, and internet access. These findings indicate that AI-PBCL can foster meaningful and authentic learning experiences when AI is positioned as cognitive scaffolding rather than a substitute for student thinking or teacher facilitation.